A guide for Interdisciplinary Service Learning

3.1 Educational Background

Higher Education Institutions [HEIs] must:

The problems and needs of society at a global level do not respond to a linear or unidimensional reality as the traditional vision suggests, but rather there is a complexity and connectivity of problems that makes them less disagreeable and forces us to approach them as complex, inseparable and fedback (Carvajal, 2010, p.157); that is, a large magnitude and multidimensional reality, which requires a broadened vision to be understood. In this sense, the new paradigms and understanding of a complex world are strongly related to changes in education and the creation of new professional profiles that may integrate and elaborate knowledge from different fields, cooperate with different actors and move in intersectorial and interdisciplinary teams, according to the current challenges (Carvajal, 2010).

2.

1.

Generate learning bases of high social value in knowledge.

Respond to new networked structures.

IES Instituciones de Educación Superior

5.

3.

Have a critical view of society and its responsibility with human development and sustainability.

Conduct researchbased onthecontextof its application.

4.

Participate in finding solutions to urgent human problems.

Understanding this and the challenges of the Service Learning methodology, in which contextualized learning with sense and from the senses is promoted, we have prepared this document as a first input to - as stated in our prologue - think about interdiscipline.

Accordingly, this results in the need of creating subjects and developing more flexible programs with the current world’s expectations, from an approach.

Source: Burgos et. al., 2019, p. 13-14